Cite

Ambrosetti, A., & Dekkers, J. (2010) The Interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35, 42–55.10.14221/ajte.2010v35n6.3Search in Google Scholar

Arnold, K. H., Hascher, T., Messner, R., Niggli, A., Patry, J. L., & Rahm, S. (2011). Empowerment durch Schulpraktika [Empowerment through student teaching]. Bad Heilbrunn: Klinkgardt.Search in Google Scholar

Ashton, D., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. NY: Longman.Search in Google Scholar

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Search in Google Scholar

Bernhard, B. (1995). Fostering resiliency in kids. Educational Leadership, 31, 44–48.Search in Google Scholar

Bricker, D.(2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20(1), 14–19.10.1177/027112140002000103Open DOISearch in Google Scholar

Ciani, K. D., Summers, J. J., & Easter, M. A. A. (2008). Top-down analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533–560.10.1016/j.cedpsych.2007.04.002Open DOISearch in Google Scholar

Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.10.1080/00220973.1992.9943869Open DOISearch in Google Scholar

deJong, R., Mainhard, T., Tartwijk, J., Veldman, I.Verloop, N., & Wubbels. T. (2013). How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship. Educational Psychology, 84, 294–310.Search in Google Scholar

Darling-Hammond, L., Newton, X., & Wei, R. (2010). Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme. Journal of Education for Teaching, 36(4), 369–388.10.1080/02607476.2010.513844Open DOISearch in Google Scholar

Freedman, S. W., & Appleman, D. (2009). “In it for the long haul”: How teacher education can contribute to teacher retention in high-poverty urban schools. Journal of Teacher Education, 60, 323–337.10.1177/0022487109336181Open DOISearch in Google Scholar

Gedžūne, G. (2015). Awakening pre-service teachers to children’s social exclusion in the classroom. Discourse and Communication for Sustainable Education, 6, 95–109.10.1515/dcse-2015-0007Search in Google Scholar

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.10.3102/00028312037002479Open DOISearch in Google Scholar

Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among pre-school teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103.10.1016/j.tate.2009.11.005Open DOISearch in Google Scholar

Hamman, D., Olivarez, A., Jr., Lesley, M., Button, K., Chan, Y., Griffith, R., & Elliot, S. (2006). Pedagogical influence of interaction with cooperating teachers on efficacy beliefs of student teachers. The Teacher Educator, 42, 14–29.10.1080/08878730609555391Search in Google Scholar

Hascher, T., & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behavior in the teaching practicum. International Journal of Educational Research, 77, 15–25.10.1016/j.ijer.2016.02.003Search in Google Scholar

Hascher, T., & Kittinger, C. (2014). Learning processes in student teaching. Analyses from a study using learning diaries. Schulpraktika in der Lehrerbildung [School practices in teacher education], 221–235.Search in Google Scholar

Hascher, T., & Wepf, L. (2007). Lerntagebücher im Praktikum von Lehramtsstudierenden [Learning Diaries in the Internship of Student Teachers]. Empirische Pädagogik. [Journal on Theory and Practice of Educational Research] 21(2), 101–118.Search in Google Scholar

He, Y. (2009) Strength-based mentoring in pre-service teacher education: a literature review. Mentoring and Tutoring: Partnership in Learning, 17, 263–275.10.1080/13611260903050205Search in Google Scholar

Hung, S.L., & Waxman, H, C. (2009). The association of school environment to student teacher’s satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235–243.10.1016/j.tate.2008.07.015Open DOISearch in Google Scholar

Ingersoll, R. M., & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88, 28–40.10.1177/019263650408863803Search in Google Scholar

Johnson, R. F., & Birkeland, K. W. (2002). Integrating shear quality into stability test results. In J.R. Stevens (Eds.) Proceedings of the 2002 International Snow Science Workshop (pp. 508–513). Penticton, BC. Retrieved from http://www.fsavalanche.org/NAC/techPages/articles/02_ISSW_shear_quality.pdfSearch in Google Scholar

Kim, H., & Cho, Y. (2012). Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67–81.10.1080/1359866X.2013.855999Open DOISearch in Google Scholar

Klassen, R., Wilson, E., Siu, A., Hannok, W., Wong, M., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2013). Pre-service teachers’ work stress, self-efficacy and occupational commitment in four countries. European Journal of Psychology of Education, 28, 1289–1309.10.1007/s10212-012-0166-xOpen DOISearch in Google Scholar

Knoblauch, D., & Chase, M.A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teacher and Teacher Education, 45, 104–114.10.1016/j.tate.2014.10.001Search in Google Scholar

Lai, E. (2005). Mentoring for in-service teachers in a distance teacher education programme: views of mentors, mentees and university teachers. Paper presented at the Australian Association for Research in Education International Education Research Conference, Parramatta.Search in Google Scholar

Lave, J., & Wenger, E. (1991) Situated learning: legitimate peripheral participation Cambridge: Cambridge University Press.10.1017/CBO9780511815355Search in Google Scholar

Moulding, L., Stewart, W., & P., & Dunmeyr, M. (2014). Pre-service teachers’ sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60–66.10.1016/j.tate.2014.03.007Search in Google Scholar

OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.Search in Google Scholar

Pajares, F. (1997). Current directions in self-efficacy research. In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement. (pp. 1–49). Greenwich: CT: JAI Press.Search in Google Scholar

Pijl, S. J., & Frissen, P. H. A. (2009). What policymakers can do to make education inclusive Educational Management Administration & Leadership, 37(3), 366–377.10.1177/1741143209102789Search in Google Scholar

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.Search in Google Scholar

Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it’s important, how it can be alleviated. Theory Into Practice, 55(2), 104–111.10.1080/00405841.2016.1148986Open DOISearch in Google Scholar

Ronfeldt, M., Schwartz, N., & Jacob, B. (2014). Does pre-service preparation matter? Examining old questions in new ways. Teachers College Record, 116(10), 1–46.10.1177/016146811411601002Search in Google Scholar

Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teacher profession. Teacher and Teacher Education, 23, 543–556.10.1016/j.tate.2007.01.012Open DOISearch in Google Scholar

Ryel, R., Bernsausen, D., & van Tassell, F. (2001) Advocating resiliency through wellness. Paper presented at the 2001 Association of Teacher Educators annual meeting. New Orleans: LA.Search in Google Scholar

Shoulders, T. L., & Krei, M. S. (2015). Rural high school teachers’ self-efficacy in student engagement, instructional strategies, and classroom management. American Secondary Education, 44(1), 50–61.Search in Google Scholar

Silverman, J. C. (2007). Epistemological beliefs and attitudes toward inclusion in pre-service teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(1), 42–51.10.1177/088840640703000105Search in Google Scholar

Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.10.1080/13598660801971658Open DOISearch in Google Scholar

Strode, A. (2013). Participatory action research for development of prospective teacher’s professionality during their pedagogical practice. Discourse and Communication for Sustainable Education, 4, 80–90.Search in Google Scholar

Temiz, T., & Topcu, M. S. (2013). Pre-service teachers’ teacher efficacy beliefs and constructivist-based teaching practice. European journal of psychology of education, 28(4), 1435–1452.10.1007/s10212-013-0174-5Open DOISearch in Google Scholar

Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209.10.1080/15700760490503706Search in Google Scholar

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.10.1016/S0742-051X(01)00036-1Open DOISearch in Google Scholar

Tschannen-Moran, M., & Woolfolk-Hoy, A. (1998) Teacher efficacy: It’s meaning and measure. Review of Educational Research, 68, 202–248.10.3102/00346543068002202Open DOISearch in Google Scholar

Weiner, L. (2003). Why is classroom management so vexing to urban teachers? Theory into Practice, 42(4), 305–312.10.1207/s15430421tip4204_7Open DOISearch in Google Scholar

Williams, D., Edwards, B., Kuhel, K., & Lim, W. (2016). Culturally responsive dispositions in prosepective mathematics teachers. Discourse and Communication for Sustainable Education, 7(2), 17–33.10.1515/dcse-2016-0013Search in Google Scholar

Woolfolk-Hoy, A. E. (2005). What predicts student teacher self-efficacy? Academic Exchange Quarterly, 9(4), 123–127.Search in Google Scholar

Woolfolk-Hoy, A., Hoy, W. K., & Davis, H. (2009). Teachers’ self-efficacy beliefs. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in schools (pp 627–654). Mahwah, NJ: Eribaum.Search in Google Scholar

eISSN:
2255-7547
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Social Sciences, Education, other